Modified 10-28-2010
L Van Eman PhD
Increasing Thinking with Bloom’s Taxonomy-Revised
MATH
Using Bloom’s Taxonomy to Increase Thinking
REMEMBERING
1. Read the ______.
2. Name the ______.
3. Count how many ______.
4. What is this sign?
5. Sing the ______tables. (The tune for “Farmer in the Dell” is one possibility.)
6. Label the parts of the problem.
7. Repeat ______.
8. Tell some facts about ______.
UNDERSTANDING
1. Match the numeral and set.
2. Define and calculate ______.
3. In your own words, tell ______.
4. Show me the ______.
5. What is the value of ______.
6. Add the ______.
7. Demonstrate how many ______.
8. Explain greater than and less than in your own words.
APPLYING
1. Label your problem.
2. Arrange results according to _____.
3. Using what you have learned about this, how would you solve ______?
4. Sequence the fractions.
5. Put the data on a graph.
6. Find another set of objects that is equal.
7. Solve a problem in which ratio is used.
8. Classify by ______, and chart the data.
9. Using multiples, construct ______.
10. Give an example in a real life situation where a six by nine area is used.
11. Write another problem like this one.
12. Show me another way to total ______.
ANALYZING
1. What are variables? What stays constant?
2. Determine the pattern.
3. How can you group these so they will ______.
4. Compare addition and multiplication.
5. Make a graph that contrasts ______.
6. Prepare a chart that categorizes ______in two or more ways.
7. Demonstrate how the problem can be solved with fewer steps.
8. Explain how division relates to subtraction.
9. Add one to each number. What do you notice?
10. What else would you need to know to solve this?
11. Which operation should be used to solve this problem? Explain why.
12. Identify two different sets of fractions that could be multiplied together to give an answer less than one. Explain how you determined those fractions.
EVALUATING
1. Demonstrate how to get the same result following a different procedure.
2. Predict results if ______was ______.
3. Forecast what would happen to stock markets if ______.
4. Reconstruct the problem so that it ______.
5. Create a new ______.
6. Design a test to determine if students understand the problem or math concept.
7. Develop a procedure to explain division to a younger student.
8. Create a presentation for the class about other mathematical concepts related to this.
9. Design a clear diagram identifying the most important elements of that process.
CREATING
1. Defend two ways your problem can be improved or completed differently.
2. Judge the best use of ______in ______.
3. Pose criteria, and evaluate your own strengths and weaknesses in math.
4. Defend why you think this will work.
5. Critique ______for clarity and interest.
6. Evaluate your prediction.
7. Defend your new way to solve the problem.
8. Create five problems, rate them according to difficulty, and defend your ratings.
9. On a scale of one to ten, judge how well you think you understand ______. Explain why.
Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds.) (2001) A Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom's Taxonomy of Educational Objective, p. 67-68. Allyn & Bacon. Boston, MA. Pearson Education Group.
Kingore, B (1999). Integrating Thinking. Austin, TX: Professional Associates.